Page 1 of 120
Florida Fire Instructor III Exam COMPLETE QUESTIONS AND
CORRECT ANSWERS LATEST UPDATE THIS YEAR
Summarized Florida Fire Instructor III Exam Topics
• Florida State Fire Service Statutes and Rules (F.S. 633, F.A.C. 69A-37) – Firefighter certificates,
Bureau of Fire Standards and Training, Minimum Standards Course (398/492 hours), support
services definitions, continuing education requirements (40 hours every 3 years for instructors),
certificate revocation grounds
• NFPA Standards – 1001 (Firefighter I/II qualifications), 1041 (Fire Instructor I/II/III qualifications),
1401 (training record legal aspects), 1035 (Fire and Life Safety Educator)
• Instructional Design and Development (NFPA 1041 Instructor III) – Program development,
curriculum design, needs assessment, learning objectives (ABCD method), course content
outlines, lesson plan components
• Training Program Administration – Budgeting (line item budget), training records (individual
and departmental), monthly activity reports, general orders, progress reports
• Student Evaluation and Testing – Test item analysis (difficulty index 0.60–0.80, discrimination
index), mean/mode scores, item analysis reports, summative and formative evaluation, Bloom's
Taxonomy levels
• Learning Domains and Retention – Cognitive (knowledge), affective (attitudes/emotions),
psychomotor (skills), multiple-sense learning (highest retention), comprehension demonstration
• Accident Investigation and Risk Management – Accident investigation phases (excluding
employee discipline), hazard/risk analysis foundation, post-incident critiques, situational
awareness
• Leadership and Supervision – Supervisory consistency, instructor development, involving
instructors in decision-making, positive discipline reinforcement, empowering employees
• Public Safety Education (NFPA 1035) – Community risk reduction, audience age as primary
factor for presentation style, juvenile fire-setter intervention, cultural competency
• Incident Command and Fire Ground Operations – Strategic priorities (life safety, incident
stabilization, property conservation), incident action plan, NIMS five components, RIC/RIT roles,
"two in/two out" rule
• Fire Investigation and Evidence – Chain of custody, direct evidence vs. physical evidence, origin
and cause determination (fire chief responsibility), NFIRS coverage (local/state/national)
• Fire Behavior and Building Construction – Fire stages (decay), types of construction (balloon
frame, Type III, Type IV heavy timber, Type V collapse zone), structural collapse types (A-Frame)
• Foam and Extinguishment – Class A foam (reduces surface tension for water penetration), Class
B foam (vapor suppression), alcohol-resistant foam for polar solvents/ethanol, CAFS
• Hose, Tools, and Equipment – Hard suction hose for drafting, service testing procedures (300 ft
max, slight grade, stand away when charging), organic damage, hose drying methods
• Ropes and Knots – Life safety rope (requires rope log, block creel construction, downgrade to
utility when unserviceable), working part, handcuff knot for victim drag
• SCBA and PPE – Replacement when below 90% capacity, donning methods (over head vs. coat),
NFPA 1971 glove requirements (puncture resistance and liquid absorption)
• Emergency Scene Operations – Apparatus positioning (upwind/uphill for Class B, opposite side
of traffic for MVA), trench avoidance (secondary collapse), master stream flow (350 GPM), black
safest area for ground fires
• Communication and Dispatch – NIMS replacing ten-codes, FCC regulation of radio
communications, telecommunications center tasks (periodic time transmissions)
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• Legal and Recordkeeping – Privacy Act of 1974 (training report confidentiality), ADA (disability
discrimination prohibition), summary tables for student progress (no identifiable data)
1. A training officer is developing a new Firefighter I program. Which NFPA standard establishes the
basic training criteria for Firefighter I and Firefighter II qualifications?
A) NFPA 1041
B) NFPA 1001
C) NFPA 1401
D) NFPA 1035
Answer: B
Rationale: NFPA 1001 is the Standard for Firefighter Professional Qualifications .
2. During a post-incident training critique, the evaluator determines students have not met the learning
objectives for the live burn evolution. What is the instructor's next step?
A) Pass all students since they participated
B) Provide further training and restage the evolution
C) Document the failure and move to the next topic
D) Recommend disciplinary action
Answer: B
, Page 3 of 120
Rationale: When learning objectives are not met, additional training must be provided and the evolution
restaged .
3. An instructor preparing a lesson plan uses the ABCD method to write learning objectives. What does
the "C" stand for?
A) Comprehension
B) Condition
C) Cognition
D) Course
Answer: B
Rationale: ABCD method stands for Audience, Behavior, Condition, and Degree .
4. A fire department training record that shows a chronological history of an individual's progress from
entry to separation is called a(n):
A) Departmental training record
B) Item analysis report
C) Individual training record
D) Monthly summary of activities
, Page 4 of 120
Answer: C
Rationale: Individual training records track a person's entire history with the organization .
5. The Fire Instructor III is supervising multiple instructors for a large training evolution. Lack of which
quality most undermines a supervisor's authority and ability to accomplish organizational goals?
A) Technical knowledge
B) Consistency
C) Physical fitness
D) Communication skills
Answer: B
Rationale: Lack of consistency undermines supervisory authority and organizational goal achievement .
6. A training program evaluator is reviewing test scores and calculates a value by adding all scores and
dividing by the number of students. What statistical measure is this?
A) Mode
B) Median
C) Mean
D) Standard deviation
Florida Fire Instructor III Exam COMPLETE QUESTIONS AND
CORRECT ANSWERS LATEST UPDATE THIS YEAR
Summarized Florida Fire Instructor III Exam Topics
• Florida State Fire Service Statutes and Rules (F.S. 633, F.A.C. 69A-37) – Firefighter certificates,
Bureau of Fire Standards and Training, Minimum Standards Course (398/492 hours), support
services definitions, continuing education requirements (40 hours every 3 years for instructors),
certificate revocation grounds
• NFPA Standards – 1001 (Firefighter I/II qualifications), 1041 (Fire Instructor I/II/III qualifications),
1401 (training record legal aspects), 1035 (Fire and Life Safety Educator)
• Instructional Design and Development (NFPA 1041 Instructor III) – Program development,
curriculum design, needs assessment, learning objectives (ABCD method), course content
outlines, lesson plan components
• Training Program Administration – Budgeting (line item budget), training records (individual
and departmental), monthly activity reports, general orders, progress reports
• Student Evaluation and Testing – Test item analysis (difficulty index 0.60–0.80, discrimination
index), mean/mode scores, item analysis reports, summative and formative evaluation, Bloom's
Taxonomy levels
• Learning Domains and Retention – Cognitive (knowledge), affective (attitudes/emotions),
psychomotor (skills), multiple-sense learning (highest retention), comprehension demonstration
• Accident Investigation and Risk Management – Accident investigation phases (excluding
employee discipline), hazard/risk analysis foundation, post-incident critiques, situational
awareness
• Leadership and Supervision – Supervisory consistency, instructor development, involving
instructors in decision-making, positive discipline reinforcement, empowering employees
• Public Safety Education (NFPA 1035) – Community risk reduction, audience age as primary
factor for presentation style, juvenile fire-setter intervention, cultural competency
• Incident Command and Fire Ground Operations – Strategic priorities (life safety, incident
stabilization, property conservation), incident action plan, NIMS five components, RIC/RIT roles,
"two in/two out" rule
• Fire Investigation and Evidence – Chain of custody, direct evidence vs. physical evidence, origin
and cause determination (fire chief responsibility), NFIRS coverage (local/state/national)
• Fire Behavior and Building Construction – Fire stages (decay), types of construction (balloon
frame, Type III, Type IV heavy timber, Type V collapse zone), structural collapse types (A-Frame)
• Foam and Extinguishment – Class A foam (reduces surface tension for water penetration), Class
B foam (vapor suppression), alcohol-resistant foam for polar solvents/ethanol, CAFS
• Hose, Tools, and Equipment – Hard suction hose for drafting, service testing procedures (300 ft
max, slight grade, stand away when charging), organic damage, hose drying methods
• Ropes and Knots – Life safety rope (requires rope log, block creel construction, downgrade to
utility when unserviceable), working part, handcuff knot for victim drag
• SCBA and PPE – Replacement when below 90% capacity, donning methods (over head vs. coat),
NFPA 1971 glove requirements (puncture resistance and liquid absorption)
• Emergency Scene Operations – Apparatus positioning (upwind/uphill for Class B, opposite side
of traffic for MVA), trench avoidance (secondary collapse), master stream flow (350 GPM), black
safest area for ground fires
• Communication and Dispatch – NIMS replacing ten-codes, FCC regulation of radio
communications, telecommunications center tasks (periodic time transmissions)
, Page 2 of 120
• Legal and Recordkeeping – Privacy Act of 1974 (training report confidentiality), ADA (disability
discrimination prohibition), summary tables for student progress (no identifiable data)
1. A training officer is developing a new Firefighter I program. Which NFPA standard establishes the
basic training criteria for Firefighter I and Firefighter II qualifications?
A) NFPA 1041
B) NFPA 1001
C) NFPA 1401
D) NFPA 1035
Answer: B
Rationale: NFPA 1001 is the Standard for Firefighter Professional Qualifications .
2. During a post-incident training critique, the evaluator determines students have not met the learning
objectives for the live burn evolution. What is the instructor's next step?
A) Pass all students since they participated
B) Provide further training and restage the evolution
C) Document the failure and move to the next topic
D) Recommend disciplinary action
Answer: B
, Page 3 of 120
Rationale: When learning objectives are not met, additional training must be provided and the evolution
restaged .
3. An instructor preparing a lesson plan uses the ABCD method to write learning objectives. What does
the "C" stand for?
A) Comprehension
B) Condition
C) Cognition
D) Course
Answer: B
Rationale: ABCD method stands for Audience, Behavior, Condition, and Degree .
4. A fire department training record that shows a chronological history of an individual's progress from
entry to separation is called a(n):
A) Departmental training record
B) Item analysis report
C) Individual training record
D) Monthly summary of activities
, Page 4 of 120
Answer: C
Rationale: Individual training records track a person's entire history with the organization .
5. The Fire Instructor III is supervising multiple instructors for a large training evolution. Lack of which
quality most undermines a supervisor's authority and ability to accomplish organizational goals?
A) Technical knowledge
B) Consistency
C) Physical fitness
D) Communication skills
Answer: B
Rationale: Lack of consistency undermines supervisory authority and organizational goal achievement .
6. A training program evaluator is reviewing test scores and calculates a value by adding all scores and
dividing by the number of students. What statistical measure is this?
A) Mode
B) Median
C) Mean
D) Standard deviation
